Art Curriculum: Grade 5

Unit 1: The Artistic Process & Environment

Big Idea EQ Concept Competency Standards
The skills, techniques, Why are planning, creating, and Art-making is a continual process of While engaged in the art- 9.1.5.A,
elements and principles of the refining essential elements of the planning, creating, and refining. making process, document 9.1.5.B,
arts can be learned, studied, art-making process? the phases of planning, 9.1.5.C,
refined and practiced. creating, and refining, and 9.1.5.G,
describe the purposes of 9.1.5.H
these steps.
Eligible
Topic Content/ Details Resources
Standards
 Review art room procedures, rules & classroom Smart board, syllabus
Art room rules,
expectations
1 procedures & 9.1
 Seating chart
expectations
 Creative expression, Mini Masterpiece
Chapman, Laura H.
Sketching:  Understand that sketches can be used to explore ideas
Adventures in Art ( level 5),
2 How artist’s 9.1 and make plans for other artwork, including 3-d art
Davis Publications, 1998.
work  Create a sketch folder
(pg. 10-11)
 Identify some unusual and unexpected techniques used Smart board; Venezia, Mike,
9.1 by artists (Jackson Pollock) Getting To Know The
Expressive 9.2  Paint a picture that shows a feeling by using an unusual World’s Greatest Artists:
3
Painting 9.3 technique or unusual materials Jackson Pollock, Chicago:
9.4  Sketch to explore an idea Children’s Press, 1994.
 Reflect on your work
 Art Curriculum: Grade 5

 Sketch, reflect & document the phases of planning, Smart board; Hummingbird
creating & refining Kit; Computer; “Asset STEM
 Understand & develop ways to assemble a robot from Education”, Pittsburgh, PA.
9.1
found objects
9.2
4 Arts & Bots  Combine art and technology
9.3
 Create a robot that inspires learning in the subject of
9.4
visual art
 Critique own work
 Present/ display own work
 Art Curriculum: Grade 5

Unit 2: Exploring Sculpture & Crafts

Big Idea EQ Concept Competency Standards
Artists use tools and What can inspire artists to Both natural and man-made objects Create works of art inspired 9.1.5.H
resources as well as their create a work of art? can stimulate artistic responses. by both natural and man-
own experiences and skills made objects.
to create art.
Eligible
Topic Content/ Details Resources
Standards
 Recognize pottery as a practical art form common to Smart board, Chapman, Laura H.
many cultures though out history Adventures in Art ( level 5),
9.1
 Make a clay pot combining the pinch, coil, and slab Davis Publications, 1998. (Pg.
1 Pottery 9.2
method 126 -127); art reproductions
 Use natural and man-made objects to embellish ceramic
project
Art Curriculum: Grade 5
 Art Curriculum: Grade 5

Unit 3: Design In Art, Elements and Principles

Big Idea EQ Concept Competency Standards
There are formal and Why must people be able to talk People must be able to articulate Articulate personal 9.3.5.A,
informal processes used to about art and have clear opinions their thoughts and defend their thoughts and defend a 9.3.5.F,
assess the quality of works in to judge the quality of an position in order to engage in position within a critique 9.3.5.G,
the arts. artwork? critical analysis. of their own artwork. 9.4.5.D
Eligible
Topic Content/ Details Resources
Standards
 Translate a verbal description of a holiday tradition into an Smart board; Chapman,
imaginative drawing Laura H. Adventures in Art
 Use elements and principles of design to compose a picture (level 5), Davis Publications,
 Analyze how artists use lines to suggest textures, patterns, 1998. ( pg. 12-13); Art
and details in art works. reproductions; DVD: Behind
Holiday
 Learn how artists create the illusion of space and distance on The Scenes, David
scene/ Hockney’s Illusion of Depth,
9.1 a 2-dimensional surface
perspective;
1 9.3  Create a drawing with the illusion of space and distance
creating
illusions of
9.4  Articulate personal thoughts and defend a position within a
space critique of their own work
 Critique own artwork
 Art Curriculum: Grade 5

2 Op Art/ 9.1  Be aware of Op Art as a style dominated by optical effects

Etching 9.3  Use lines, shapes, colors and spaces to create the illusion of Smart board; Chapman, Laura
9.4 motion in a drawing H. Adventures in Art ( level 5),
 Analyze how artists use lines to suggest patterns in art Davis Publications, 1998, (pg.
works. 14-15); op art rubbing plates;
 Create a crayon etching with a variety of effects created by art reproductions
lines
 Critique own work

 Be aware of Op Art as a style dominated by optical effects

 Use lines, shapes, colors and spaces to create the illusion of Smart board; Chapman, Laura
9.1 motion in a drawing H. Adventures in Art ( level 5),
Op Art/ 9.3  Analyze how artists use lines to suggest patterns in art Davis Publications, 1998, (pg.
3 14-15); op art rubbing plates;
Etching 9.4 works.
 Create a crayon etching with a variety of effects created by art reproductions
lines
 Critique own work
Art Curriculum: Grade 5
 Art Curriculum: Grade 5

Unit 4: Exploring Subjects and Themes

Big Idea EQ Concept Competency Standards
The arts provide a medium to How can artists communicate Some artists create series of Create multiple artworks that 9.1.5.E,
understand and exchange a theme or idea through individual works that share a share a common theme or idea. 9.1.5.H
ideas. multiple individual works? common theme or idea.
Eligible
Topic Content/ Details Resources
Standards
Smart board; Chapman, Laura H.
 Be aware of varied art styles and style names (realism, Adventures in Art ( level 5),
cubism, surrealism etc.) Davis Publications, 1998. (pg.
1 Still life 9.1  Choose media to create still life works that show an 48-49). VHS: I can Fly; Kids and
understanding of two selected art styles Modern Art, dir. David Irving,
Prod. Linda Freeman, L & S
Video, 2003.
Art Curriculum: Grade 5
Art Curriculum: Grade 5